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The Educator as Learner: Teaching & Leading in a School that
Nicole Brittingham Furlonge, PhD(she. her. hers.)
Professor & DirectorKlingenstein Center, Teachers College Columbia University
&LEARNS Collaborative
#listeningminds #ASchoolThatLEARNS
Listening to Self
➢ Notice.➢ What brought you here today?➢ Any barriers to your participation? (name and mute
momentarily as best you can)
(Nurturing & Reflecting)
Our time together
TRACKS
1. What is a learning organization?2. LEARNS?3. Listening Practice4. Why listening?5. Ideate for the individual and school that LEARNS
TRACK I:What is a Learning Organization?
“Every enterprise has to become a learning
institution [and] a teaching institution. Organizations
that build in continuous learning in jobs will dominate
the twenty-first century.”
--Drucker, 1992
Learning organizations recognize...
...the single biggest cause of work burnout is not
work overload [per se], but working too long without
experiencing your own personal development.
--Robert Kegan, An Everyone Culture
TRACK II:
(Informed & particular capacities, behaviors, strategies for continuous learning)
The greek eudaemonia, engagement
“in relation to the satisfactions of experiencing one’s own growth & unfolding, becoming more of the person one was meant to be, bringing more of oneself into the world.”
--Robert Kegan, An Everyone Culture
As educators, learning is the most powerful way we know of for a school to cultivate and unleash the potential of its people -- students and adults alike.
@LEARNSCollab
➢ What is your school’s lived strategic mission?
➢ What is the purpose for meetings & schedule redesign?
➢ What coaching strategies and frameworks are available for faculty capacity building?
➢ What would an in-house professional learning institute look like?
(Asking)
ACTION
➢ Redesign of Winter Schedule and end-of-year schedule to reflect science of
learning understandings
➢ Redesign of Department curriculum and pedagogy evaluation process
➢ Intentional training and ongoing coaching of Department Chairs in observation,
feedback practices, and assessment design
➢ Intentional year-long professional learning curriculum for new faculty
➢ Critical Friends Groups and Instructional Coaching partnerships
➢ End-of-year LEARNS Institute for faculty
➢ Robust collaboration with architects on pedagogy & space toolkit towards a
design of a new academic building
IMPACT
❖ “I don’t think about my classroom as a private space anymore. I want people to observe and give me thoughtful feedback so I can make sure I’m teaching students well.”
❖ “I never thought of myself as an educator before and I’ve been teaching here for [over a decade]. I have come to know and understand myself as an educator and learner. I am a learner and that brings me joy and confidence. I believe in the hard work I have to do now more than ever.”
❖ “With the Learning Outcomes and Learning Master Plan, I realize now no one is telling me how to teach. We are asking each other how we teach and why. And when I give an answer, other people are, too. I’m not working alone, I realize. I might be teaching [a certain discipline], but I’m not the only one trying to get kids to be problem solvers.”
A School that LEARNS
❖ What are the current beliefs and practices concerning adult learning in your school?
❖ What does adult learning look, sound, and feel like at your school? Who is engaged in this learning and how?
(Reflecting, Sharing)
Track III:How might we listen to learn at school?
MusicalListening Provocation(listen, notice, compare, complicate)
❖ Bruce Springsteen, Streets of Philadelphia (1994)❖ Bettye Lavette, Streets of Philadelphia (2009)
How do we come to know & experience Philadelphia through listening to these songs?
Now, let’s tune back in to school.
If schools are sonic-rich sites for cultivating listening mindsets & for learning through listening...
...then How might we listen to learn at school?
(Reflecting, Sharing)
Practice: Listening in Print How might we become more sensorily awake and aware?
Listening Walks: The Self as Resource
❖ Self-propelled professional learning sessions that can help you learn more about your school & how sound can enrich our understanding of school.
❖ Grows out of Sound Studies Sound Walks research practices & anthropological turn in change leadership literature.
❖ One way to leverage learning in your everyday context & work & collect sonic data.
❖ Can do this solo or with a group of educators as instructional rounds.
Track IV:Why Listening?
27
❖ How might we cultivate ethical listening practices in a culture of excessive talk?
❖ How might we be better audiences for each other?
❖ What are the implications of giving someone voice without audience?
❖ Logos as voice & listening
28
“Get proximate.”
31
“When I showed a disposition to listening instead of scoffing, we had a very long talk.”
--Zora Neale Hurston
Sensemaking
Listening as key player in learning (dual coding)
“All living is listening for a throat to open --
The length of its silence shaping lives.”
Track 5 (Final):Ideate for the individual (YOU) & school that LEARNS
Reflect & Make Note
➢ One way I might engage my professional learning differently through listening is…
➢ One way I can help my school cultivate a culture of learning is...
➢ One tool or resource I could use to support this listening & learning is...
(Nurturing & Reflecting)
Thank you for listening.
Questions & Comments?
CONTACTNicole Brittingham [email protected]@nicolefurlonge @LEARNSCollabklingensteincenter.org
